WWB Training Kit #2 Understanding the Impact of Language Differences on Classroom Behavior

Why is Understanding the Impact of Language Differences Challenging for Teachers? Second language learners and dialect speakers may exhibit social interaction patterns along with limited communication abilities similar to children with disabilities. The time it takes to learn a new language may vary from child to child depending on age, motivation, knowledge of first language, personality, and exposure to new language.

Stages in Children’s Second Language Learning 1. The continued use of the home language 2. The silent or nonverbal period 3. Sound experimentation and use of telegraphic speech (e.g., the use of a few content words as an entire utterance) 4. Productive use of the new language Tabors, P.O. (1987)

Discussion Question What challenging behaviors might an English language learner exhibit?

Activity 1 Pair-Think-Share Pair with a partner Read the scenario Think about the child in the scenario Share your thoughts

Janelle Janelle is a new student in Ms. Corinne’s classroom. She is extremely shy, generally quiet, and seems to like to keep to herself. When asked to participate in an activity, Janelle often refuses- especially when it involves large groups of children. She vigorously shakes her head in response to anything Ms. Corinne asks her to do. Lately, she has resorted to crying and throwing temper tantrums, especially when forced to join the group. To reduce the stress on Janelle and the other children, Ms. Corinne lets Janelle out of the activity to allow her to calm down. Ms. Corinne tries to explain to Janelle what she has to do, but Janelle often looks at her teacher blankly and does not respond to Ms. Corinne’s questions or follow her directions. Ms. Corinne is becoming more and more frustrated as the weeks progress.

Getting to Know English Language Learners Look closely at child’s strengths and needs when developing curricular ideas. Investigate the following: The child’s abilities (cognitive, social emotional, and physical development) The child’s abilities in the first language The child’s capabilities in the second language (English)

Supporting Young English Language Learners Provide a supportive and safe environment in which children can use their home language and English Promote meaningful participation in classroom routines and activities Encourage parents to continue using their home language with their young children (including with children with disabilities)

Supporting Young English Language Learners Build on what children know and engage them in situations that at the beginning do not require them to give specific responses (e.g., low-demand situations) Use language strategies, such as pairing new words with gestures, pictures, and cues; commenting; expanding and extending children’s words; using repetition to support children’s language acquisition (e.g., repeating what children say to provide model responses)

Supporting Young English Language Learners Promote children’s engagement in literacy activities in English and the home language Ask parents for common phrases in the child’s native language Invite family members to the classroom/center

StageSupport Strategies Continued use of home language Silent or non-verbal period Sound experimentation/ telegraphic speech Productive English use

Additional Resources Coltrane, B. (2001). Working with young English language learners: Some considerations. (ERIC Document Reproduction Service No. ED481690) De Houwer, A. (1999). Two or more languages in early childhood: Some general points and practical recommendations. (ERIC Document Reproduction Service No. ED ) Delpit, L. (1997). Ebonics and culturally responsive instruction. Rethinking our Classrooms, 2, McLaughlin, B. (1998). Assessing and fostering the development of a first and a second language in early childhood: Training manual. Sacramento, CA: California Department of Education. Tabors, P. O. (1997). One child, two languages: A guide for preschool educators of children learning English as a second language. Baltimore: Paul H. Brookes